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Pennsylvania Training and Technical Assistance Network
Tier 2 Supports: Beyond Check in Check out
December 19, 2012
PaTTAN’s Mission
The mission of the Pennsylvania Training and Technical Assistance
Network (PaTTAN) is to support the efforts and initiatives of the Bureau of
Special Education, and to build the capacity of local educational agencies to serve students who receive special
education services.
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PDE’s Commitment to Least Restrictive Environment (LRE)
Our goal for each child is to ensure Individualized Education Program (IEP)
teams begin with the general education setting with the use of Supplementary Aids and Services
before considering a more restrictive environment.
Outcomes
Participants will: • Describe the Tier 2 system of support• List the types of supports that are typically
offered at Tier 2• Describe the features of the Check &
Connect intervention
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Tier 3/Tertiary Interventions 1-5%• Individual students• Assessment-based• High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions5-15%
•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions
•All settings, all students•Preventive, proactive
School-Wide System for Student Success
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
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Tier 1/UniversalSchool-Wide Assessment
School-Wide Prevention Systems
SIMEO Tools: HSC-T, RD-T, EI-T
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
ODRs, Attendance,
Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR)
(Behavior and Academic
Goals) Competing Behavior
Pathway, Functional Assessment Interview,
Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
Positive Behavior Interventions & Supports
Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
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SYSTEMS
PRACTICES
DATASupportingStaff
Behavior
SupportingDecisionMaking
SupportingStudent Behavior
STUDENT OUTCOMES
Social Competence &Academic Achievement
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Adapted from University of South Florida
An Essential Shift in Thinking
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The central question is not:“What about the students is causing the
performance discrepancy?”But
“What about the interaction of the curriculum, instruction, learners and
learning environment should be altered so that the students will learn?”This shift alters everything else.
Ken Howell
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3‐Tiered System of Support Necessary Conversations (Teams)
CICO
SAIG
Group w. individualfeature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class‐wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
UniversalTeam
Universal Support
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3 Tier System of Support
Problem Solving Team (individual student)
Tertiary Systems Team
Secondary Systems Team
Universal Systems Team
PRACTICES PRACTICES PRACTICES PRACTICES
Data Decision Rule Data Decision Rule Data Decision Rule Data Decision Rule
UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM
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Tier 2 Defined
Tier 2 interventions are intended to impact the behavior of students with similar behavior problems or causes for their behavior.
Adapted from: University of South Florida
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Tier 2 Essentials
• Tier 1/Universal is implemented with high fidelity– 80/80 on the School-Wide Evaluation Tool (SET)
or– 70 on the Benchmarks of Quality (B0Q)– Self Assessment and Safety Surveys reflect the
BoQ and SET– Data system is in place and used for decision
making
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Big Ideas about Tier 2/3
• At risk students benefit from:– clearly defined expectations– frequent feedback– consistency– positive reinforcement
• Problem behavior and academic success are often linked
• Tier 2/3 behavior support continues the development of effective adult-student relationships.
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Big Ideas about Tier 2/3
• Students receiving Tier 2/3 supports continue to have access to universal supports
•• Administrators play a key role in the
implementation of Tier 2/3 systems
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Administrators
• Be active/visible on teams• Know what the practices look like when
implemented with fidelity• Be aware of data on the Tier 2/3 Interventions
Tracking Tool• Help decide what needs to change • Apply high-level problem-solving skills to
address systems level issues
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Teaming at Tier 2
• Secondary Systems Planning – Individual students are NOT discussed– Monitors effectiveness of CICO, S/AIG, CICO
with individualized features– Review data in aggregate to make decisions on
improvements to the interventions themselves
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Secondary Systems Team Roles• Team Leader: responsible for agenda & overall
facilitation
• Intervention Coordinators (CICO, S/AIG, Check & Connect etc.): report out on aggregate student data from interventions they facilitate (ex. “50 youth in CICO, 40 are responding”)
• Action Plan Recorder: a.k.a. note taker
• Time Keeper: help team to set time limits and stay within allotted time for each agenda item 17
Data-Based Decision-Making1) Student outcome data used:
– To identify youth in need of support and to identify appropriate intervention
– For on-going progress-monitoring of response to intervention
– To exit or transition youth out of interventions
2) Intervention integrity or process data used:– To monitor the effectiveness of the intervention
itself– To make decisions regarding the continuum/
menu of interventions/supportsThis data is monitored by the Secondary Systems Team
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10 Critical Features for Tier 2 Interventions
1. Linked directly to school-wide expectations and/or academic goals
2. Continuously available for student participation
3. Implemented within 3 school days of determination that the student should receive the intervention
4. Can be modified based on assessment and/or outcome data
5. Includes structured prompts for ‘what to do’ in relevant situations
Individual Student Systems Evaluation Tool version 2.0Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson
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10 Critical Features6. Results in student receiving positive feedback from staff
7. Includes a school-home communication exchange system at least weekly
8. Orientation materials provide information for a student to get started on the intervention
9. Orientation materials provide information for staff/ substitutes/ volunteers who have students using the intervention
10. Opportunities to practice new skills are provided dailyIndividual Student Systems Evaluation Tool version 2.0
Anderson, Lewis-Palmer, Todd, Horner, Sugai, & Sampson20
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Levels of Support for Tier 2
Tier 2/Secondary Interventions
Level 1 Simple Tier 2/Secondary Interventions: Check-in Check-Out
Level 2 Social/Academic Instructional Group: Social Skills, Anger Management, Grief Group
Level 3 Simple Tier 2/Secondary Interventions with Individual Features : CICO Individualized into a check and connect, mentoring, tutoring
Level 4 Brief Function Based Interventions: A simple function based behavior support plan for a student focused on one specific behavior; Brief FBA/BIP for one behavior
Illinois PBIS Network, Revised Sept., 200821
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Check-In/Check-Out
• Designed for Students with moderate problem behaviors
• Most appropriate when problem behaviors are maintained by adult/peer attention
• Students “check-in” with an adult at the start of each school day
• Students “check-out” with an adult at the conclusion of each school day
• Students get feedback from teachers throughout the day
www.pbis.org
Simple Tier 2 Level 1
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CICO
• CICO is research based and the first level of support at Tier 2
• Teams need to establish decision rules
• Communication with Universal Team is important
• CICO requires building level commitment– Staff Training/Overview
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Sample Data-Based Decision-Rules
a) Identification for CICO:– Youth is identified by Universal Screener or
has 3 or more ODRs.b) Progress-monitoring:
– Daily Progress Report (DPR) data is collected daily & reviewed every other week. Data is collected for 4-6 weeks.
c) Exiting/transitioning:– Youth received a total of 80% of DPR points
averaged per day/week for 4 weeks and has had no new ODRs. Youth will be transitioned into being a CICO student mentor.
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3‐Tiered System of Support Necessary Conversations (Teams)
CICO
SAIG
Group w. individualfeature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class‐wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
UniversalTeam
Universal Support
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Social Skills/Academic Instructional Groups
Three types of skills-building groups:1) Pro-social skills2) Problem-solving skills3) Academic Behavior Skills
Collect data and monitorprogress…daily? weekly?
What is your system for data collection?26
Tier 2 Level 2Social/AcademicInstructional Groups
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Social Skills/Academic Instructional Groups• Selection into groups should be based on youths’
reaction to life circumstance not existence of life circumstances (ex. fighting with peers, not family divorce)
• Goals for improvement should be common across student in same group (ex. use your words)
• Data should measure if skills are being USED in generalized settings (ex. classroom, not in counseling session)
• Stakeholders (teachers, family etc.) should have input into success of intervention (ex. Progress Report)
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Critical Features
• Link to school wide expectations and/or academic goals
• Includes structured prompts for ‘what to do’ in relevant situations (transference and generalization)
• Results in student receiving positive feedback from staff
• Includes a school-home communication exchange system at least weekly
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Choosing or Designing Group Interventions
• Pre-Packaged (social skill curriculum)
• Designed by school– Choose & modify lessons from pre-packaged
material based on skill groupand/or– Create Lesson Plans (Cool Tools) to directly
teach replacement behaviors
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SAIG Lesson Plans:Linked to Behavioral Expectations
1) State behavioral expectations2) Specify observable student behaviors
(rules)3) Model appropriate student behaviors4) Students practice appropriate behaviors5) Reinforce appropriate behaviors
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3‐Tiered System of Support Necessary Conversations (Teams)
CICO
SAIG
Group w. individualfeature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class‐wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
UniversalTeam
Universal Support
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CICO with Individualized Features
• Individualized Features
• Mentoring
• Check & Connect
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Tier 2 Level 3Secondary Interventions With Individual Features
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Individualized CICO
• CICO with one or more of the following changes (examples)– Change Check-In location or time– One adult has scheduled check-in times with the student
throughout the day to provide ongoing support– Could use peer support instead of, or in addition to, adult
support
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Individualized CICO
• Individualizations are fairly generic and are predesigned by secondary systems team
• Involves a Daily Progress Report with individualized goals– Often used as part of a behavior intervention plsn
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Mentoring
• School-day Mentoring With School Personnel• Students matched with adults in the building
• After-School Mentoring• Youth participate in after school recreational and education-
based activities• Often times includes matching older students with younger
students (cross-age)
• Community Mentoring• Students are matched with a adult mentor from the
community and typically engage in activities together such as games, arts and crafts, sports, educational activities and conversation
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36http://checkandconnect.org/model/default.html
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Check & Connect
• Tier 2 Level 3 targeted intervention designed to enhance student engagement
• Complements universal interventions• Promotes student engagement and
participation in school• Works with families to promote a positive
home-school relationship
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Check & Connect
• “You may adopt Check & Connect provided you retain the integrity of the core components and elements of the model.”
• School personnel may adopt and adapt CnCto fit the school or community environment
• “To use the name Check and Connect, you must adhere to the four components and 7 elements in your application.”
Check and Connect Manual
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Check & Connect
• Originally focused on High School & Middle School youth but manual now addresses Elementary School as well (2008)
• Considered a ‘drop-out prevention’ intervention
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Check & Connect: 4 Components
1. Mentor who keeps education salient for students
2. Systematic monitoring of grades, attendance, etc. Check
3. Timely and individualized intervention Connect
4. Enhancing home-school communication & home support for learning
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Check & Connect: 7 Core Elements
• Relationships• Problem solving• Individualized data-based Interventions• Affiliation with school and learning• Persistence-Plus• A focus on alterable indicators of
disengagement• Following students and families
Check and Connect Manual41
Relationships
• Mentors help to build positive relationships• Productive communication among the student,
family, and school staff• Students’ connection with school• Trusting relationship
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Problem Solving
Problem Solving Strategies
Step 1: Stop! Think about the problem.Step 2: What are some choices? Step 3: Choose one.Step 4: Do it.Step 5: How did it work?
August, Anderson, & Bloomquist, 1992Check & Connect Manual
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Individualized, Data-based Interventions
Two levels of student-focused interventions• Basic interventions
– Same for all students– Regular meetings with mentor to discuss the importance
of staying in school and problem solving
• Intensive interventions which are more frequent and individualized– Available to students who display increased signs of
disengagement
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Affiliation with School and Learning
• Student participation in extracurricular activities is associated with reduced dropout rates.
• There is increased structure, supervised out of school time and the opportunity for youth to develop a sense of belonging and shared values in school.
Feldman & Matjasko, 2005
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Persistence-Plus
• Persistent source of academic motivation• Continuity of familiarity with youth and family• Consistency in the message that “education is
important for your future.”
Thurlow, Christenson, Sinclair, Evelo, & Thornton, 1995
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A Focus on Alterable Indicators of Disengagement
• Monitoring of these indicators is the “check” part of the model
• Engagement with school is measured using two alterable indicators:– Behavioral engagement– Academic engagement
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Following Students and Families
• In 1995, Check & Connect shifted from a school-based intervention to one in which the intervention follows the student
• Benefit can be lost if youth do not remain in the building long enough to trust and participate
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CnC Implementation Steps
1. Determine indicators of students’ disengagement
2. Identify students at risk of disengagement or drop out
3. Select/hire mentors4. Use “check” procedures and the monitoring
sheet
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CnC Implementation Steps
5. Organize existing resources for intervention6. Implement “connect” procedures and the
monitoring sheet7. Provide mentor support and supervision8. Evaluate program implementation
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Examples of CnC Mentor Activities
• Before leaving for work, calls 3 students to make sure they are awake
• Stops at house of youth that doesn’t answer phone & leaves note for family/student
• Meets with one youth before classes start
• Social Worker discusses concerns regarding one of the CnC youth with the Mentor
• Hosts open-door lunch for any youth that wants to come by or eat there
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CnC Critical FeaturesIncludes:• Structured prompts for ‘what to do’ in relevant situations
– Goals from mentoring may be reflected as skills in DPR, especially academic-related goals like doing homework, studying etc.
• Orientation materials for staff/subs/volunteers who have students using the intervention
– Critical to clarify expectations/rules with all involved
• A school-home communication exchange system at least weekly– Phone calls home, home visits, letters to families etc.
• Decision rules for entering, exiting, and progress monitoring
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Please list below how your school defines “responding” at each of the six levels:1. Responding to CICO:2. Responding to Social/Academic instructional groups:3. Responding to Simple Tier 2 with Individualized Features (i.e. CNC):4. Responding to Brief Function-Based Interventions:5. Responding to Complex/Multiple-life-domain FBA/BIP6. Responding to Wraparound Plans:
Interventions
Check-in Check-out (CICO)
Tier 2 Level 1
Social/Academic Instructional Groups
Tier 2 Level 2
Simple Tier 2 Interventions with Indiv.
Features (e.g. CnC)Tier 2 Level 3
Brief Function-based Interventions
Tier 2 Level 4
Complex/Multiple-life -domain FBA/BIP
Tier 3 Level 1
Wraparound Support
Tier 3 Level 2# Students
Participating# Students Responding
# Students Participating
# Students Responding
# Students Participating
# Students Responding
# Students Participating
# Students Responding
# Students Participating
# Students Responding
# Students Participating
# Students Responding
July
August
September
October
November
December
January
February
March
April
May
June
Tier 2 /Tier 3 Interventions Tracking Tool
School__________________ Monitor______________________
3‐Tiered System of Support Necessary Conversations (Teams)
CICO
SAIG
Group w. individualfeature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class‐wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
UniversalTeam
Universal Support
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Problem Solving Team (individual student)
Tertiary Systems Team
Secondary Systems Team
Universal Systems Team
PRACTICES PRACTICES PRACTICES PRACTICES
Data Decision Rule Data Decision Rule Data Decision Rule Data Decision Rule
UNIVERSAL SYSTEM SECONDARY SYSTEM TERTIARY SYSTEM
3 Tier System of Support
Contact Information www.pattan.net
Diane Funsten [email protected]
Donna [email protected] 800-441-3215
Commonwealth of PennsylvaniaTom Corbett, Governor
Pennsylvania Department of EducationRonald J. Tomalis, Secretary
Carolyn C. Dumaresq, Ed. D., Deputy SecretaryOffice of Elementary and Secondary Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education